Section B优秀教案板书设计

Unit 7 Topic 3 Section B I cooked the most successfully! 设计思路：

本节课的课型为听说课,重点在于利用学过的词汇练习订餐和提供餐饮的日常交际用语，并通过让学生设计菜单的活动复习和巩固学过的词汇。在设计上力求灵活处理教材内容，同时加大对学生训练的力度，由浅入深地一步步引导，操作性强。为更好更有效地实现本课教学目标，从学生实际出发，对教材进行了必要的整合，教学设计直观生动，对教学作如下安排：

Ⅰ. Teaching aims 1.

Knowledge aims：

（1）学习并掌握新词汇

lemon, bean, carrot, seat, have a seat tofu, main course, sausage, dessert, wine,

（2）继续学习在餐馆的就餐用语。

（3）学习打电话订餐。

2. Skill aims:

（1）能听懂有关订餐和就餐的对话，识别主题，并获取主要信息。

（2）能在教师的指导下参与角色扮演有关订餐和就餐的对话。

（3）能读懂有关订餐和就餐的对话。

（4）能利用所学语言进行订餐和就餐的对话。

3. Emotional aims:

（1）有学习英语的愿望和兴趣，乐于参与各种英语实践活动；

（2）在生活中接触英语时，乐于探究其含义并尝试模仿。

Ⅱ. The key points and difficult points 1. Key points: （1）继续学习在餐馆的就餐用语。

（2）学习打电话订餐。

2. Difficult points：

能利用所学语言进行订餐和就餐的对话。

Ⅲ. Learning strategies 1. 运用分类法记忆单词。

2. 在真实或接近真实的语境中运用功能用语与他人交流。

Step 1

Pair work Place an order by following the examples

A: Welcome to our restaurant! Please have a seat. B: Thank you. May I have the menu, please? A: OK. Here it is. May I take your order, sir / madam? B: Sure. I’ll have…

(Half an hour later) B:May I have the bill,please? A:Let me see.It's ... B:Here you are! A:Here's your change.Thanks for your coming!

Step 2

New words 1.

wine,bean,tofu,carrot, dessert lemon,sausage 2.

Interview some food and drinks

Step3

While - listening

Listen to the conversation and fill out the form in 1b. International Food Festival Order Name Address

soup Order staple main course

Step4

Post- listening 1.Listen , follow and try to imitate. 2.Read 1a and underline the

expressions about ordering meals by phone. And then practice with their partners. 3.Find out the key points. (1)Could I order a meal by phone?我可以通过电话订餐吗？

order ①v.定购，点（菜）order sth.

订购...

dessert drink

②v.命令

order sb to do sth 命令某人干某事

E.g:老板命令工人日夜工作

③n.所点的美食菜肴

May I take your order?

in order to do

in order that+句子

by+n./v.-ing （表示方法、手段）用；由

E.

g:她靠卖花赚钱。

(2)That's all.就这些了。

(3)We’ll send the food to you in thirty minutes.

三十分钟后，我们会把食物送到。

①

send...to...

把......送到......

E.g:他昨天给我捎来一个消息。

②in+ 一段时间，意为“......之后”，用于一般将来时用How soon提问。

F.

g:李先生什么时候回来？

他三小时后回来。

4.Read 1a again ,then try to retell it. You may retell the dialog like this:

Mr. Zhao knows that the students in Beijing International School are holding a food festival.But he is busy these days, so he can't come to the food festival.He ordered a meal by phone.

He ordered fried rice, roast chicken and a bottle of lemon tea.

And he told Kangkang that his office is at No.62 on Beisihuan Road. Kangkang's classmate will send the

food in thirty minutes. 5.

Group work Example: A: Hello. Could I order a meal by phone? B: Sure. What would you like? A: I’d like…

B: OK. Where shall I send the meal? A: My address is…

B: OK. We’ll send your meal in 20 minutes. A: Bye. Step5

Exercises and homework (

) 1. He often ______ photos ____ his friends by email.

A. buy;for

B.send;to

C.sent;to

D.sends;to (

) 2. Mr. Lee went to Beijing last Sunday. He will come back____three days.

A. after

B. in

C. on

D. when (

) 3. The students are planning to hold a sports meet by themselves.Let’s wish them ____.

A. succeed

B. success

C. successfully

D. successful (

) 4. The boss ____ a worker ____ a computer for him yesterday.

A. order; to order

B. ordered; ordered

C. ordered; ordering

D. ordered; to order

(

) 5. Now people can go shopping

_______

phone. A.

at

B.in

C.by

D.for Blackboard

design 第三课时

(Section B—1a, 1b, 1c, 2) 1.Some new words and phrases: lemon, bean, carrot, seat, have a seat tofu, main course, sausage, dessert, wine,

2.Some useful expressions about ordering meals and dinning. 1.Could I order a meal by phone? 2.Please have a seat.

3.May I have the menu, please?

教学反思

本节课运用任务型设计教学，配合多媒体课件，任务与任务之间相互关联，并体现层层递进。随着课堂进程的发展，任务在其语言知识的难度上、内容的拓展上、能力的训练上、意义的启发上都体现了渐进性、发展性。渐进性、发展性的任务设计能使整节课教学任务的完成一气呵成，水到渠成，设计新颖，构思巧妙，学生学习效果良好。

本节课始终以学生为主题，努力给每一位学生展示自己的机会，以增强他们的自信心，成就感，使他们在知识,情感，态度等方面得到锻炼。本节重点学习巩固电话订餐和外出就餐的功能句，教学中学生对表示食物和饮料的名词掌握不够。在进行有关订餐和就餐的对话时，时间仓促了些，有的学生准备不充分，表演时放不开，课堂气氛不够活跃。其次，在小组讨论中，个别学生包揽全局，或语言水平低的学生跟不上活动节奏时应采取什么措施，即教师如何在有限的时间里深入课堂，有效地关注学生完成任务的过程和参与程度。再次，本堂课能基本上围绕课文中的话题，在一项大任务中通过完成各项小任务来渗透听说读写各项技能的训练。但如何解决讨论内容及表达方式单一及学生思维狭窄的问题；如何能不设框架，尽量让学生按自己的思路去完成任务，应是今后值得尝试的课题。

最后，在设计任务时，我更偏重于活动型（比较适合善于形象思维，想象力丰富的初中学生），今后如何设计更深层次的解决问题

型的任务，使学生体验用英语解决问题的成就感，从而进一步增强学好英语的信心，是我今后努力的方向